Participatory Action Research (PAR) in Education

Morales, Marie Paz E.

doi:10.1002/9781119399490.ch15

Cited by 13 publications

(10 citation statements)

References 39 publications

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“…PAR does not differentiate between participants and researchers but intentionally brings the two together in a reflective process that is intended to use the insights from the research to make positive change for a group of people (Walker, 1993). Inherent to PAR are also values of social justice, inclusion, and equity to engage in work that serves to reduce health disparities and resist oppression (Morales, 2019). PAR has roots in community and social justice efforts, and it also has been used successfully in educational environments from primary school to graduate studies and educator training programs (Brydon-Miller & Maguire, 2009;Morales, 2019).…”

Section: Reducing Trauma In the Research Process Through Participator...mentioning

confidence: 99%

“…Inherent to PAR are also values of social justice, inclusion, and equity to engage in work that serves to reduce health disparities and resist oppression (Morales, 2019). PAR has roots in community and social justice efforts, and it also has been used successfully in educational environments from primary school to graduate studies and educator training programs (Brydon-Miller & Maguire, 2009;Morales, 2019).…”

Section: Reducing Trauma In the Research Process Through Participator...mentioning

confidence: 99%

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The Value of Student Voice and Choice: A Guide for Trauma-Informed Participatory Action Research in the University Setting

Hargrove,

Schuette,

Zerubavel

et al. 2024

Journal of Participatory Research Methods

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Many college and university students live with the effects of trauma, and more research is needed around trauma-informed practices in higher education. It is important that this research represents the needs and interests of students and that it be conducted in a way that is appropriate and safe for trauma survivors. We describe the process of forming a vertically integrated, interdisciplinary Participatory Action Research (PAR) team of students and faculty dedicated to creating a trauma-informed learning environment on a university campus and argue that PAR and Trauma-Informed Care (TIC) practices provide important and complementary frameworks for inclusive, just, and community-responsive research. We describe how this research team embodied core PAR values of collaboration, incorporation of local knowledge, eclecticism and diversity, case orientation, emergent process, and linking scientific understanding to social action, along with the TIC commitments of trauma awareness, safety, choice and empowerment, and strengths-based orientation. We describe lessons learned by the team and provide recommendations for researchers who seek to incorporate both PAR and TIC principles into their work on trauma and education. Central lessons learned from this process highlighted the importance of 1) establishing and maintaining psychological safety, 2) speaking openly about trauma, and 3) privileging responsiveness to the difficulty of working with trauma while living through ongoing global stressors. Specific recommendations include 1) lead with values, 2) acknowledge and attend to context, 3) recognize that defining trauma is controversial, 4) model courageous conversations, 5) emphasize responsiveness and care, and 6) teach strategies for managing painful emotions.

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Section: Reducing Trauma In the Research Process Through Participator...mentioning

confidence: 99%

Section: Reducing Trauma In the Research Process Through Participator...mentioning

confidence: 99%

The Value of Student Voice and Choice: A Guide for Trauma-Informed Participatory Action Research in the University Setting

Hargrove,

Schuette,

Zerubavel

et al. 2024

Journal of Participatory Research Methods

View full text Add to dashboard Cite

show abstract

“…The qualitative research approach was used in the study because of its capacity to generate in-depth data from participants on the research phenomenon (MacDonald, 2012;Morales, 2019). Participatory-action research design was considered suitable for the study because it allowed the teacher-participants to collaborate with the researcher and take those actions that would bring about the desired change in teacher participants and young learners (MacDonald, 2012; Morales, 2019).…”

Section: Research Approach and Designmentioning

confidence: 99%

Developing Early Graders' Collaborative Skills through Group-Work, Play-Based Pedagogy

Ekeh

2023

IJLTER

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This study aimed to develop early grade learners' collaborative skills through group work and play-based pedagogy because collaboration is among the twenty-first century's core skills needed among learners. Thus, its development among early-grade learners is paramount, if they are going to fit seamlessly into the twenty-first century. Participatory-action research, as a research design and professional development workshop, guided this study. Three public primary schools (n = 3) and nine teachers (n = 9), who were purposely sampled, constituted the sample for the study. The study was conducted in the Owerri Education Zone, and the data were captured by using semi-structured interviews and learners' performance-rating scales. Respondent validity was employed through member checking to ensure the validity and reliability of the research instrument. Thematic data analysis was used to determine the results and the indings of the study. It was discovered that teachers' knowledge of group work play-based pedagogy was inadequate, thus hampering the development of collaboration skills among early-grade learners. Professional development workshops were mounted to solve the problem through teachers' capacity to use group play-based pedagogy to develop collaborative skills. Among the proffered recommendations was continuous in-service teachers' professional development of current collaborative pedagogical practices that encourage the active participation of early-grade learners.

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“…This chapter reports on the first cycle of an action learning and action research (ALAR) project. Action learning and action research is a form of qualitative action research that emphasises the emancipatory and transformative outcomes of research in the social sciences (Morales 2019) with a deepened focus on learning through reflection (Zuber-Skerritt 2019). The three Rs (recognition, relationships and reflection) of action research informed the reflective activities of our action learning group, who collaboratively developed new knowledge about strategies to enhance teaching and learning during emergency teaching.…”

Section: Action Learning and Action Research Designmentioning

confidence: 99%

An integrated vision of overcoming the developmental disruptions of COVID-19

Malindi,

Hay,

Makhalemele

2023

Owards a Holistic Approach to Support Learners at Risk of Interrupted Development: Midst- And Post-Covid-19 Interventions

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Peer-review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication by two technical expert reviewers who did not include the volume editor(s) and were independent of the volume editor(s), with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.

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Participatory Action Research (PAR) in Education

Cited by 13 publications

References 39 publications

The Value of Student Voice and Choice: A Guide for Trauma-Informed Participatory Action Research in the University Setting

The Value of Student Voice and Choice: A Guide for Trauma-Informed Participatory Action Research in the University Setting

Developing Early Graders' Collaborative Skills through Group-Work, Play-Based Pedagogy

An integrated vision of overcoming the developmental disruptions of COVID-19

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